I could not but consider this a very excellent lesson -excellent in every way. The children (with the exception already mentioned) were earnestly attentive throughout; their own co-operation all the time maintained the interest excited by the teacher, who, on his part, though young and a novice in teaching, steadily kept to his purpose. This first lesson was to be followed up by others, extending the area to the principal towns of Saxony, and then the map of Saxony was to be carefully studied and mastered. The teacher, of course, had no book to aid him. I never saw a teacher with a book in any German school, even when reading in class was going on. In this case the scholars were to read so as to inform the teacher of the matter of the lesson. If they could not do that, then the reading was bad, and had to be recommenced. Everywhere the teacher appeared to be master of his subject.

I next went with Mr. Thieme to a class of children of between six and eight years of age, in which he himself gave a lesson in writing. Three other teachers were present, who merely looked on and acted under direction. All the children but the very youngest, who wrote on ruled slates, had copy-books. lesson was in many respects very remarkable. I had

This

never seen anything like it before.1 The part which particularly attracted my attention was the elaborate preliminary exercise-the pantomimic representation of all that was being done by the pupils.

The object was twofold-first, to prepare the fingers and the mind for their work; and, secondly, to make the pupils conscious of all the operations they were to perform in the practice of writing.

I. Exercises with the fingers. Mr. Thieme held up his hand with the fingers close together; he detached one, two, three from the rest; then, renewing the operation, he added them singly or in groups to each other; he elevated them singly or in groups-the children throughout imitating his movements. Next the fingers were elevated separately and in groups, with the words 'up-down-up-down,' etc.

2. Wrist-movements of various kinds.

3. Movements required in writing; the hand (without pen) held in the required position; then both hands and the arms arranged with regard to each

It appears, however, from Strach's interesting Geschichte des Deutschen Schulwesens, that this method is in substance Dafft's, who made it known twenty-five years ago. He prescribes preliminary exercises for rendering the fingers supple, exhibition of the proper way of holding the pen, and especially the writing by time (Taktschreibung), the teacher leading the operation by saying 'one' at the up stroke and 'two' at the down stroke, which words the learners are to repeat softly as they make each movement.

other; lastly, pantomimic movements on the board by way of illustration.

4. Movements, pen in hand, to show proficiency in holding it; first slow, then quicker and quicker, then a sliding movement of both hands to show that the letter was made.

These exercises altogether occupied nearly a quarter of an hour. The teacher then took up the chalk and wrote on the board (ruled for round hand) various strokes, the children making the same in their books. Then followed a line of f's, each being joined to the preceding by a curved line thus-ƒ~ƒ~ƒ~ƒ~ƒ ; while each movement of the head was accompanied by the words 'one-two-three,' 'one-two-three,' so that the whole class (each child repeating softly the same words) made the same stroke at the same time. Then the pace was quickened, and they proceeded at a rapid rate. In fact, the pace was far too rapid, and prevented the children from observing the model, which I observed they did not look at a second time. The strokes were all made with very sharp-pointed pens, so that the distinction between thick and thin strokes seemed scarcely even to be aimed at. With some modifications, easily made, this method appeared to me very excellent. The preliminary exercises especially, though too much prolonged, would certainly

make the hand flexible, and give every child a very distinct notion of what he had to do.

On the whole, I was much interested by what I saw in this practising school. I only regretted that I had no time to give to a visit to the classes of the Seminar itself—an institution, judging from the programme of studies, and from what I saw of the teachers and the teaching, in which such work is well done.

I felt on leaving Dresden that I had done scant justice to the earnest educational activity which prevails there. My plan, however, did not allow of further delay. I proceeded, therefore, next to

WEIMAR,

which I reached on the 8th of September.

In Weimar I first visited the Bürgerschule (Director Pfeiffer), a large institution for boys and girls, each in a separate part of the school-house. My special purpose was to attend the lessons of the lowest class, consisting, as I found, of about eighty little girls of six and seven years of age,-far too great a number to be under the direction of one teacher, though in this case the teacher was a very intelligent young man. The children were, however, ably managed, and were very attentive and orderly; yet

as was natural under the circumstances, the greater part of the work was done by a comparatively small number of the children.

The business of the morning began at eight o'clock with a short prayer, all standing. The lesson was on the history of Moses, a portion of which the teacher related in a simple manner. He then asked a number of questions, which the children answered readily. They appeared to be much interested. The good answers were repeated simultaneously by the whole class, some of the little boys nodding their heads and swaying their bodies while they answered, as if naturally moved by the interest of the story. This little trait struck me forcibly. Now and then they were required to repeat after the teacher some little rhymes. At another time the teacher said, 'When we feel ourselves fresh and well in the morning, what ought we to do?' 'We ought to pray, and give thanks to the dear God.' On the whole, this was an interesting little lesson.

The teacher next began a lesson in reading, having by his side a black board with ledges, on which he placed movable blocks, each containing a letter. These were sounded at first separately, then in various combinations, by the 'laut' or

F